Publications

From time to time, SCSEEC releases nationally agreed guidelines and/or publications in the areas of school education, early childhood development and youth affairs. 

To access archived publications including MCEECDYA and MCEETYA publications, click here.


Engaging Families in the Early Childhood Development StoryA practice guide for working with families from pre-birth to eight years

A guide for professionals and practitioners to share information about early childhood development in a consistent and compelling way with parents, families and the community.


ACECQA Regulatory Burden Report (2013)

Report by Australian Children’s Education and Care Quality Authority (ACECQA) containing recommendations to reduce administrative burden under the National Quality Framework (NQF).


Interstate Student Data Transfer documentation

Cultural inclusion and Aboriginal and Torres Strait Islander education

A Model of More Culturally Inclusive and Educationally Effective Schools  [2000] (98 Kb) 

At their March 2000 MCEETYA meeting, State, Territory and Commonwealth Ministers of Education agreed to act jointly to meet the challenge of achieving educational equality for Australia’s Indigenous peoples. Ministers committed to the Model of More Culturally Inclusive and Educationally Effective Schools as a framework for action.


Aboriginal and Torres Strait Islander Education Action Plan, 2010–2014  [2011] (1.2 Mb) 

The purpose of the Aboriginal and Torres Strait Islander Education Action Plan is to assist education providers to accelerate improvements in the educational outcomes of Aboriginal and Torres Strait Islander children and young people. Endorsed by MCEECDYA Ministers in 2011, the Plan seeks to progress the goals of the National Aboriginal and Torres Strait Islander Education Policy and the Melbourne Declaration on the Educational Goals of Young Australians and is part of a broader Council of Australian Governments (COAG) reform agenda for school education that will contribute to closing the gap between the educational outcomes of Aboriginal and Torres Strait Islander students and their peers.


SCSEEC successful school attendance strategies evidence-based project [2013] (2.3Mb)

This report provides an overview of the key findings of the SCSEEC Successful School Attendance Strategies Evidence-based Project (the Project). It was carried out by staff of the Indigenous and Children’s Group at the Australian Institute of Health and Welfare. It was funded by National Project Funding from the Standing Council on School Education and Early Childhood (SCSEEC).


Achieving Educational Equality for Australia’s Aboriginal and Torres Strait Islander Peoples: Discussion paper [April 2000] (463 Kb) 

This discussion paper was prepared by the MCEETYA Taskforce on Indigenous Education, in response to the following action in the Taskforce’s Terms of Reference: to provide advice to Ministers on making the achievement of educational equality for Australia’s Indigenous peoples an urgent national priority. The Taskforce’s initial discussion paper, circulated for consultation with States and Territories and Indigenous communities, was revised in light of the consultation comments and further discussions by the Taskforce, and was presented to MCEETYA Ministers in March 2000. At this meeting, MCEETYA Ministers approved the publication of the revised discussion paper, with a view to encouraging further discussion on Indigenous education issues and promoting the achievement of educational equality for Australia’s Indigenous peoples.


Agreement template for school–community partnerships [2007] (461 Kb, Word doc.) 

The MCEETYA Reference Group on Indigenous Education, in liaison with Indigenous education consultative bodies, developed a template to support the development of partnership agreements between schools and Indigenous communities, to improve Indigenous student outcomes. The template is a Word document, for school–community partnerships.


Australian Directions in Indigenous Education 2005–2008  [2006] (632 Kb) 

This report was written by the Australian Education Systems Officials Committee (AESOC) Senior Officials Working Party on Indigenous Education and approved by State, Territory and Australian Government Ministers for Education and Training at the 20th MCEETYA meeting, July 6 and 7, 2006. Australian Directions in Indigenous Education 2005–2008 provides recommendations to focus national effort over the 2005–2008 quadrennium. The recommendations seek to accelerate the pace of change by engaging Indigenous children and young people in learning, and their implementation will provide systems and schools with the capacity to engage Indigenous children and young people in learning. 


Education of teachers of Indigenous students in Early Childhood Services and schools: Discussion paper [June 2001] (344 Kb) 

This paper, prepared by the MCEETYA Taskforce on Indigenous Education, reviews recent and current efforts to raise the quality of initial teacher education. The Taskforce also considered that it was timely to develop a draft set of professional standards for accomplished teachers of Indigenous students in early childhood services and schools to inform discussions about the quality of teaching and teaching education programs. 


Education, Training and Indigenous Futures – CAEPR Policy Research: 1990–2007  [2007] (819 Kb) 

During 2007, following an initiative of the Queensland Department of Education, Training and the Arts, MCEETYA, through the Australian Education Systems Officials Committee (AESOC), commissioned a review of research undertaken by the Australian National University (ANU) Centre for Aboriginal Economic Policy Research (CAEPR) and CAEPR Research Associates, over the period, 1990–2007. The review provides a summary and analysis of the existing Indigenous education and training information available in over 100 CAEPR reports, and is intended to be a ready reference for practitioners, so that research can assist their practice. 


Effective learning issues for Indigenous children aged 0 to 8 years: Discussion paper [MCEETYA Taskforce on Indigenous Education, June 2001] (478 Kb) 

This discussion paper summarises advice on early childhood service provision and access, development and learning stages, cultural and linguistic diversity, literacy and numeracy, and the importance of mutual community capacity building. In addition, the paper identifies some issues of concern to the MCEETYA Taskforce on Indigenous Education that affect Aboriginal and Torres Strait Islander children. The Taskforce proposes that the issues be considered as the basis of further discussion with early childhood sector representatives, parent groups and Indigenous communities, within the parameters of mutual community capacity building.


Exploring multiple pathways for Indigenous students: Discussion paper [MCEETYA Taskforce on Indigenous Education, June 2001] (461 Kb) 

This paper summarises advice on a range of issues relating to the disproportionate representation among young people of young Indigenous Australians who have difficulty in successfully negotiating the transition from school to independence and active participation in their communities. The paper reports on issues young Indigenous Australians experience around the transition across primary and secondary pathways, the transition from school to vocational education and training, and the transition to higher education. 


National Statement for Engaging Young Australians with Asia in Australian Schools  [2006] (946 Kb) 
The National Statement for Engaging Young Australians with Asia in Australian Schools is a joint policy statement between the Australian Government Department of Education, Science and Training, Curriculum Corporation, MCEETYA and the Asia Education Foundation. It supports the Adelaide Declaration on National Goals for Schooling in the Twenty-First Century [1999] and identifies the broad knowledge, understandings, values and skills required to engage with Asia in the context of existing policies in teaching and learning. 


National statement of principles and standards for more culturally inclusive schooling in the 21st Century  [2000] (102 Kb) 
At their March 2000 MCEETYA meeting, State, Territory and Commonwealth Ministers of Education committed to these principles and standards for more culturally inclusive schooling in the Twenty-first Century, for use as a framework for action. 


National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples 1996–2002  [November 1995] (4.2 Mb) 
The National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples 1996–2002 was prepared by the MCEETYA Taskforce for Education for Aboriginal and Torres Strait Islander Peoples. It began with the recommendations from the National Review for Aboriginal and Torres Strait Islander Peoples. Recommendations were cross-referenced to the 21 goals of the National Aboriginal and Torres Strait Islander Education Policy (NATSIEP). At their December 1995 MCEETYA meeting, State, Territory and Commonwealth Ministers of Education supported the strategy. It recommends reforms in the implementation, evaluation and arrangements across all of the NATSIEAP goals. Please note, this title is out of print, copies may be available at major State and Territory libraries. 


Report of the MCEETYA Taskforce on Indigenous Education  [March 2000] (652 Kb) 
This report presents an overview of the work of the MCEETYA Taskforce on Indigenous Education, its Terms of Reference, Recommendations for MCEETYA Ministers, and further work the Taskforce will undertake and report back to MCEETYA Ministers on. 


Solid Foundations: Health and Education Partnership for Indigenous Children Aged 0 to 8 Years: Discussion paper  [MCEETYA Taskforce on Indigenous Education, June 2001] (483 Kb) 
This discussion paper summarises advice on nine health issues of concern to the Taskforce on Indigenous Education that affect Aboriginal and Torres Strait Islander children from birth to 8 years, and proposes that they form the basis for initial discussion with health sector representatives, Indigenous affairs and the family and community services sector at a national, State and regional level. Following preliminary discussions, held with health and early childhood sector representatives, this discussion paper provides a useful basis for informing the work of education jurisdictions, as well as informing further cross-portfolio work.


Successful transition programs from prior-to-school to school for Aboriginal and Torres Strait Islander children: Final report submitted to the Project Reference Group  [2007] (803 Kb) 
This report was commissioned by MCEETYA in 2004, authored by researchers from the University of Western Sydney, Charles Sturt University and the Australian Catholic University, to identify successful transition programs in Indigenous communities. The findings support positive relationships utilising the set of guidelines that have been developed and the integration of programs. It encourages maximising broad and flexible approaches and holistic engagement of families as key principles to success in transition of Indigenous children from prior-to-school to school. 


Early childhood education and care

Eighteen Month Review of the National Partnership Agreement on Early Childhood Education  [October 2011] (1.2 Mb) 
Report by the Allen Consulting Group and statements by the Commonwealth and States and Territories on the Allen Consulting Group Report. This report constitutes a review of the National Partnership Agreement on Early Childhood Education, following its first 18 months, and MCEECDYA ministers’ statements on the report’s data, methodology and conclusions. 

Engaging Families in the Early Childhood Development Story: Final project report of Stage 1  [2010] (801 Kb) 
This report is the final report of Stage 1 of the Early Childhood Development Story project. The report was commissioned by MCEECDYA, work undertaken by a project team led by Barbra Cooper comprising Dr Pam Winter, Sam Luddy and Miriam Daley, and managed by Early Childhood Services, Department of Education and Children’s Services, South Australia. The report aims to highlight for policy makers the key findings from the Engaging Families in the Early Childhood Development Story project. The report also aims to contribute relevant information to: inform national and State and Territory strategies; target information to priority groups; help define shared communications and objectives, and clarify parenting attitudes and behaviours that will help young children reach optimal outcomes. 


Engaging Families in the Early Childhood Development Story: Research findings from a survey of parents of children from birth to age 8  [2010] (4 Mb) 
This report, commissioned by MCEECDYA and managed by the South Australian Department of Education and Children’s Services, highlights the key findings of a national survey of parents with children from birth to age eight and forms part of the MCEECDYA Early Childhood Development Story project, itself part of the Council of Australian Governments’ (COAG’s) National Early Childhood Development Strategy. The Engaging Families in the Early Childhood Development Story project helps parents, carers and the community to understand evidence-based information from the neurosciences about early childhood development, and thereby to influence their actions with children for optimal outcomes. It also aims to support public understanding of the scientific rationale for early childhood development initiatives and raise awareness of available services and programs. 


Engaging Families in the Early Childhood Development Story: A summary report presenting findings from an analysis of data on parenting initiatives in Australian states and territories   [2010] (2.0 Mb) 
This report, commissioned by MCEECDYA and managed by the South Australian Department of Education and Children’s Services, is a summary of findings from an analysis of data on parenting initiatives in Australian States and Territories. 


Engaging Families in the Early Childhood Development Story. Neuroscience and early childhood development: Summary of selected literature and key messages for parenting  [2010] (2.5 Mb) 
This paper was commissioned by MCEECDYA and managed by the South Australian Department of Education and Children’s Services. It reports on recent neuroscience research in English-speaking countries into early brain development and the implications of these findings for the development of babies and young children. The paper consists of a literature search summary and a set of key messages with suggestions for positive parenting to maximise the contribution parents can make to their children’s development. 


Evaluation of the Assessment and Rating Process under the National Quality Standard for Early Childhood Education and Care and School Age Care  [Australian Council for Educational Research, November 2012] (1.9 Mb) 
The Australian Council for Educational Research (ACER) were commissioned by the Standing Council on School Education and Early Childhood (SCSEEC) to prepare a report on the Evaluation of the Assessment and Rating Process under the National Quality Standard for Early Childhood Education and Care and School Age Care. The report had as its focus the validity and reliability of the assessment and rating process, and is based on data on 491 education and care services, provided by more than 250 authorised officers across all States and Territories. 


National Early Childhood Development Strategy (NECDS) 2010–11 to 2011–12 Progress Report  [2012] (511 Kb) 
In July 2009, the Council of Australian Governments (COAG) endorsed the National Early Childhood Development Strategy (NECDS) – Investing in the Early Years. In their endorsement, COAG requested that Commonwealth and State and Territory governments progress its implementation, and in 2010, asked for further advice on a range of issues, including a progress report on immediate actions. MCEECDYA Ministers endorsed the first progress report in December 2010. The NECDS 2010–11 and 2011–12 Progress Report summarises the effort and progress made during this period, and represents a collaborative effort both across and by all levels of government. This provides a platform to meet the vision that: “by 2020, all children have the best start in life to create a better future for themselves and for the nation.”


Information and communication technologies

AICTEC Charter of Principles for Cross-Sectoral Collaboration on Interoperability across the Australian Education and Training Sectors  [June 2008] (31 Kb) 
In 2008, the Australian Information and Communications Technology in Education Committee (AICTEC) developed a set of principles for cross-sectoral collaboration on interoperability to support national, jurisdictional and organisational objectives. This was endorsed by Ministers for education and training, through the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) and the Ministerial Council for Vocational and Technical Education (MCVTE). 


AICTEC Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008–2011  [June 2008] (29 Kb) 
In 2008, the Australian Information and Communications Technology in Education Committee (AICTEC) developed a joint ministerial statement on information and communications technologies in Australian Education and Training. This was endorsed by Ministers for education and training, through the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) and the Ministerial Council for Vocational and Technical Education (MCVTE).


AICTEC Learner Identity Management Framework Charter of Principles  [December 2006] (21 Kb) 
In 2006, AICTEC developed a Charter of Principles for the Management of Learner Information, which was endorsed by the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) and the Ministerial Council for Vocational and Technical Education (MCVTE) in 2006. This Charter provides guidance for education and training providers in relation to the access, management and transfer of learner information. 



Languages education

National Statement and Plan for Languages Education in Australian Schools 2005–2008  [2005] (147 Kb) 
At their 15th meeting on 10–11 July 2003, MCEETYA Ministers endorsed the development of a new National Statement on the purpose and nature of languages education to provide an overarching framework for State/Territory and Australian Government activities. They also agreed that a four-year National Plan for Languages Education be developed as the basis for a shared commitment to action. A working party (which included representation from all jurisdictions, the National Catholic Education Commission, the Independent Schools Council of Australia, and the Australian Council of Assessment and Curriculum Authorities) progressed the development of the National Statement and Plan. This was conducted by means of wide-ranging consultations structured around several meetings, a national round-table; and drawing on expert advice from key stakeholders. The roundtable, held in February 2004, included representatives from State and Territory government and non-government education jurisdictions, academics, deans of education, other MCEETYA taskforces, principals’ associations, Federation of Aboriginal and Torres Strait Island Languages, critical friends and other experts in the field. The National Statement for Languages Education in Australian Schools, which includes the National Plan for Languages Education in Australian Schools 2005–2008, was prepared by MCEETYA and the South Australian Department of Education and Children’s Services (who chaired the MCEETYA Languages Education Working Group).


Measuring and reporting student performance

Geographic location changes in the transition from school to work   [August 2000] (168 Kb)
Dr Roger Jones, Quantitative Evaluation and Design Pty Ltd., prepared this report for the MCEETYA National Education Performance Monitoring Taskforce. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT)/ Performance Measurement and Reporting Taskforce (PMRT) members. 


Development of a common definition of, and approach to data collection on, the geographic location of students to be used for nationally comparable reporting of outcomes of schooling within the context of the ‘National Goals for Schooling in the Twenty-First Century’  [May 2000] (2.8 Mb)
Dr Roger Jones, Quantitative Evaluation and Design Pty Ltd., prepared this report for the MCEETYA National Education Performance Monitoring Taskforce. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT)/ Performance Measurement and Reporting Taskforce (PMRT) members. 


Geolocation Questions and Coding Index: a report on geocoding secondary students’ home addresses [November 2004] (197 Kb)
This report is technical in nature and includes appropriate questions to elicit information from secondary students on the locality and postcode of their permanent home address. Relating to the report are two coding indexes (also available on-line) which were developed to code the information on locality and postcode to the MCEETYA Schools Geographic Location Classification. The indexes are known as the nli-ra coder based on the National Localities Index and the pc-book coder based on postcodes plus locality names.
The nli-ra coder and pc-book coders can also be downloaded here. (7.4 Mb)
The 2008 update is available here. (1.4 Mb)


Principles and protocols for reporting on schooling in Australia  [June 2009] (40 Kb) 
These protocols, endorsed by MCEETYA Ministers at their 12 June 2009 meeting, are intended to guide and inform the use and publication of data generated in the process of measuring the performance of schooling in Australia. 


Research and Mapping for MCEECDYA: Student Academic Engagement Report 2012  [April 2012] (3.4 Mb) This report, by the School of Education, Edith Cowan University, Western Australia, was endorsed by SCSEEC Ministers, in September 2012. The report examines the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all States and Territories that were identified to be making a difference to student academic achievement, and to identify the key drivers and characteristics of successful models of practice for increasing and sustaining student academic engagement. 


National goals for schooling

MCEETYA four-year plan, 2009–2012: A companion document for the Melbourne Declaration on Educational Goals for Young Australians  [March 2009] (276 Kb) 
The MCEETYA four-year plan outlines the key strategies and initiatives Australian governments will undertake in eight areas to support the achievement of the Melbourne Declaration on Educational Goals for Young Australians [2008]. The plan is aligned with relevant work of the Council of Australian Governments (COAG) and key COAG and other national agreements have formed the basis of the plan. The plan provides a framework for the planning of collaborative work between governments in education, including relevant COAG initiatives. 


Melbourne Declaration on Educational Goals for Young Australians  [December 2008] (955 Kb) 
On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. 


National Report on Schooling in Australia

National Report on Schooling in Australia 1989–2008
The National Report on Schooling in Australia provides information on progress towards the achievement of the National Goals for Schooling in Australia [1999].


Rural and remote education

National Framework for Rural and Remote Education  [2006] (73 Kb) 
The National Framework for Rural and Remote Education was developed by the MCEETYA Taskforce on Rural and Remote Education, Training, Employment and Children's Services. The framework aims to: assist in the development of nationally agreed policies and support services; promote consistency in the delivery of high-quality education services to rural and remote students and their families; provide reference points and guidance for non-government providers of services and support for education in rural and remote areas; and facilitate partnership building between government and non-government providers of services and support related to the provision of education in regional, rural and remote locations. 


Safe school environment

National Safe Schools Framework – 2013 revision [2013] (2.9 Mb)
The revised National Safe Schools Framework builds on the original 2003 Framework. It recognises the progress that individual schools, systems and sectors have made since the publication and dissemination of the original framework to create safe, supportive and respectful learning and teaching communities throughout Australia.


Schools resourcing

Resourcing the National Goals for Schooling – an agreed Framework of principles for funding schools  [July 2002] (440 Kb) 
Resourcing the National Goals for Schooling – an agreed Framework of principles for funding schools was endorsed by MCEETYA Ministers at their July 2002 meeting. The report represents a direction for complementary Australian Government and State and Territory funding approaches that recognise the relative weight of different cost factors across school sectors; recognise the specific needs and cost burdens of different levels of schooling; and provide a basis for government support to meet the growing costs of schooling over time. 


Resourcing the National Goals For Schooling – Stage Two Report  [May 2005] (1.8 Mb) 
This report was prepared by the Schools Resourcing Taskforce Secretariat for MCEETYA. It identifies the future investments that are required so that Australian schooling can improve even further by addressing areas of specific student need and emerging costs. It examines the impact of important school, student and curriculum factors that drive these costs and the extent of their impact. The report concludes with an indicative costing for a specified level of attainment of the National Goals for Schooling (Adelaide Declaration) [1999].


School socio-economic density and its effect on school performance  [2006] (1.7 Mb) 
Report by the School Research Evaluation and Measurement Services (SREAMS) and Philip Holmes-Smith, on behalf of the MCEETYA Schools Resourcing Taskforce (SRT), and released August 2006. This report uses student performance data in literacy and numeracy benchmark assessments from several States and Territories (ACT, New South Wales, Queensland, South Australia and the Northern Territory) to investigate the relationship between socio-economic status (SES) density and student performance. The objective is to examine whether the density of students from low SES backgrounds within a school is a very strong predictor of average school performance, even though the SES background of an individual student is a very poor predictor of performance of that student.


Teachers and teaching

The Performance Management and Development of Teachers in Australian Schools – Report to the Teacher Quality Steering Group [August 2009] (1.2 Mb) 
This research report, by Nexus Strategic Solutions, was commissioned by the MCEECDYA Quality Sustainable Teacher Workforce Working Group (QSTWWG). The report documents existing performance management and development policies and practices in Australian schools to enable sharing of effective practice. Policy and practices in both government and non-government (Catholic and independent) sector schools were documented and interviews undertaken with representatives from twenty-five schools, and representatives from State/Territory government systems and peak organisations. 


School Teacher Demand and Supply – Primary and Secondary (Draft)  [July 1998] (504 Kb) 
This first (draft) report was prepared by the National Teacher Supply and Demand Working Party in conjunction with the then Commonwealth Department of Employment, Education, Training and Youth Affairs (DEETYA)), and the Conference of Education Systems Chief Executive Officers (CESCEO). It responds to a 1997 MCEETYA Ministers’ decision to develop procedures to enable annual monitoring and reporting on the labour market for teachers. It examines trends in the demand and supply for both primary and secondary teachers and concludes that overall, a sufficient supply of qualified teachers should be available to meet the low demand for teachers over the period 1998 to 2001. MCEETYA Ministers noted the report at their tenth meeting in 1999, and agreed that it should provide the basis for future biennial reports.


Demand and Supply of Primary and Secondary School Teachers in Australia  [July 2001] (1.9 Mb)
The second national report on teacher supply and demand, prepared on behalf of the Conference of Education Systems Chief Executive Officers (CESCEO), this provides an overview of national teacher supply and demand issues affecting both government and non-government sectors. It focuses on the state of the labour market in 2000, nationally and by State and Territory; the outlook for the teacher labour market to 2003; and possible sources of significant pressure in this labour market into the latter part of the current decade. 


Demand and Supply of Primary and Secondary School Teachers in Australia (2003) [July 2003] (1.6 Mb)
This is the third national report on demand and supply of primary and secondary school teachers in Australia, for 2003. This report was compiled by the Teacher Quality and Educational Leadership Taskforce (TQELT), which was established at the twelfth MCEETYA meeting in July 2001. This report is an investigation of the main characteristics of the labour market for teachers in Australia. This report includes data from the non-government schools sector, looks at international examples of labour markets and recruitment policies employed, and analyses the long-term trends emerging in Australia’s supply of teachers and the likelihood of future teacher shortages.


Demand and Supply of Primary and Secondary School Teachers in Australia (2004)  [October 2005] (6.7 Mb) 
This is the fourth national report on the demand and supply of primary and secondary school teachers in Australia, for 2004. This report builds on improvements in data collection methods, with continued refinement of the survey of government schools, and a further survey of the non-government schools sector. 


Teachers for the Future: the changing nature of society and related issues for the teaching workforce  [September 2004] (1.6 Mb) 
The MCEETYA Teacher Quality and Educational Leadership Taskforce commissioned this report, prepared by researchers Malcolm Skilbeck and Helen Connell, with oversight from a project reference group. The report provides a study of the teaching workforce, specifically teachers in their first ten years of employment, in all school sectors, to develop advice to MCEETYA and employers about strategies for attracting, retaining and regaining quality teachers and approaches to working with new generations of teachers.


Vocational education and training

National Data on Participation in VET in Schools Programs and School-based New Apprenticeships – Data Reports for School Years – 2002, 2003 and 2004  (230 Kb – 2002 year, 290 Kb – 2003 year and 270 Kb – 2004 year
These reports, prepared by the MCEETYA Taskforce on Transition from School from data provided by States and Territories, are a compilation of data on student participation in relation to VET in Schools programs from 2002 to 2004. 


2005 Vocational Education and Training in Schools preliminary data  [November 2007] (527 Kb) 
A report prepared by the National Centre for Vocational Education Research (NCVER) on VET in Schools activity in Australia in 2005. 


2006 VET in Schools Statistics  [October 2008] (452 Kb) 
This report, prepared by the National Centre for Vocational Education Research (NCVER), provides data to enable the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) to monitor Key Performance Measures (KPMs) and Program Measures (PMs) for VET in Schools activity in Australia. 


2007 VET in Schools Statistics  [April 2009] (411 Kb) 
This report, prepared by the National Centre for Vocational Education Research (NCVER), provides data to enable the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) to monitor Key Performance Measures (KPMs) and Program Measures (PMs) for VET in Schools activity in Australia. 


2008 VET in Schools Statistics  [October 2009] (355 Kb) 
This report, compiled by the National Centre for Vocational Education Research (NCVER), provides data to enable MCEECDYA to monitor Key Performance Measures (KPMs) and Program Measures (PMs) for VET in Schools activity in Australia. 


New framework for vocational education in schools – Implementation  [2000] (105 Kb) 
This is a companion document to the New framework for vocational education in schools: Policy directions and provides the details of a broad strategy to implement the new framework in all schools nationwide commencing in the year 2001. The framework was developed by the MCEETYA Taskforce on VET in Schools. 


New framework for vocational education in schools – Policy directions  [2000] (194 Kb) 
This is a companion document to the New framework for vocational education in schools: Implementation and provides an explanation of the framework. The framework was developed by the MCEETYA Taskforce on VET in Schools. 


Youth Affairs

Contributing and Changing: Young People's Involvement in Government Planning and Decision Making 

[July 2004] (100 Kb) Contributing and Changing: Young People’s Involvement in Government Planning and Decision Making was endorsed by MCEETYA Ministers in July 2004 and launched on International Youth Day in August 2004. It was developed to provide a common set of guiding principles to inform youth participation practices at all levels of government, building on the agreements made in Stepping Forward – Improving Pathways for All Young People [July 2002], and constituting a key deliverable of a number of outcomes articulated in the companion document, Stepping Forward Action Plan [2002].


Miscellaneous

Cost/Benefit Analysis Relating to the Implementation of a Common School Starting Age and Associated Nomenclature by 1 January 2010  [March 2006] (582 Kb – Volume 1; 1.5 Mb – Volume 2; 393 Kb – Volume 3)
The Common School Starting Age Project was commissioned by MCEETYA, and prepared by Atelier Learning Solutions Pty Ltd, in consortium with Access Economics, to investigate the costs, benefits, risks and opportunities associated with implementing a common school starting age. MCEETYA Ministers approved the report for publication at their July 2006 meeting. The report is separated into three volumes: Volume 1 – The National Overview, Volume 2 – The State and Territory and system and sector findings and Volume 3 – Appendices.

Interstate Student Data Transfer Note and Protocol documentation  [2006 –]  The Interstate Student Data Transfer Note and Protocol is a joint initiative between Australian Government, State and Territory Ministers for Education, and representatives from the independent and Catholic education sectors, providing a national system for the transfer of student information between schools when children move from one State or Territory to another. 


National Consumer and Financial Literacy Framework  [September 2011] (400 Kb) 
This document is a revised version of the National Consumer and Financial Literacy Framework originally developed in 2005. It articulates a rationale for consumer and financial education in Australian schools; describes essential consumer and financial capabilities that will support lifelong learning; and provides guidance on how consumer and financial education may be structured to support a progression of learning from Foundation–Year 10. The Australian Securities and Investment Commission (ASIC) prepared the report in consultation with the Australian Government Financial Literacy Board, ASIC’s National Reference Group – Consumer and Financial Literacy, and other key consumer and education stakeholders.


National Education and the Arts Statement  [2005] (590 Kb)
The National Education and the Arts Statement is the result of a joint resolve by both the Cultural Ministers’ Council (CMC) and MCEETYA in 2005 to set down a vision for the future of education and the arts in Australia.